第一篇：高中英語必修二第五單元教案

Teaching plan for Unit 5 book 2 Good morning, professors, it’s my great pleasure to be here sharing my lessons with you.The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music.I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design.First, let me talk about the teaching material.Firstly，let me introduce the teaching material.This unit is to introduce to us different types of band.The reading passage is the center of this unit.It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles.The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students.Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands 1 Knowledge aims:

（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music 2 Ability aims:

(1)To improve the students’ organizing and using skills of English as the second language(2)To understand the main idea, to scan for the needed information and to grasp the details 3 Emotional aims:

(1)Help students understand different type of music and how to form a band(2)Develop students’ sense of cooperative learning Fourthly, teaching key points is 1.To help the students get a general idea of the whole passage, and some detailed information and language points as well.2.To understand how Monkees formed, developed and succeed.Teaching difficult points is 1.The students use their own words to express their own ideas.2.the prep+ whom/which attribute clause According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a.Communicative Language Teaching

Language is used for communication.It’s learner-centered and emphasizes communication and real-life situations.b.Task-based Language Teaching

A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c.Computer Assisted Language Teaching Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning Methods Task-based, self-dependent and cooperative learning Part 4 Teaching Procedure Step One Lead-in “Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”.I’ll play some different type of music to attract their attention and then bring some questions.Question: What kind of music they like? Which band they know best? The answers must relate to band.After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2 Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General idea

The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text.And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively.In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraph

Cooperative learning can raise the students’ interest and create an atmosphere of achievement.Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehension The purpose of reading is to get the correct and useful information.Students should not only have a high speed of reading but also have a correct understanding of details.Therefore the following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through reading

It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality.In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain.This period of time belongs to students.They can ask any questions they come across in the process of learning.I’ll explain the questions and difficulties.The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 Consolidation Language is learnt by communicating.It is my job to create an atmosphere for students to use the language.Here I design 2 activities 1 Reading for comprehension I’ll ask 4 students to read each paragraph, and then do the exercise following the text.I think it’s a good way to review what they have learned.2 Discussion

During making discussion, the students will deepen their understanding of the main idea of the passage.a.Why Monkees can be successful? Give reasons.b.What’s the most important thing for a successful band? Why? Step 6 Homework Ask the students to write down sth about their favorite singers, band or music and list the reasons.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard design Unit 4 Music Passage The Band That Wasn’t Topic Sentences: 1.Many people want to be famous as singers or musician 2.Form a band 3.Began as a TV 4.They became even more famous than the Beatles Discussion: a.Why Monkees can be successful? Give reasons.b.What’s the most important thing for a successful band? Why? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class.I want to make the design inductive, instructive and artistic.

第二篇：高中英語必修二第一單元教案 珍藏版

必修二 Unit 1教案

一、復習舊知

（1）表建議的句子：

How/what about doing sth.? Why not do sth.? Why don’t you do sth.? Would you like sth./to do sth.? Shall we do sth.?(2)詢問別人意見

What do you think of sth./doing sth.? How do you like sth.? What is your idea/opinion of sth./doing sth.? How do you know that? Don’t/do you think that …?(3)表達自己的意見

I think/believe/suppose that..In my opinion/view…依我之見

Sorry, I don’t agree with you.No,thanks./Yes, please 備注：此部分內容常見于聽力單選情景會話中，理解了說話人的場合，語氣，便于迅速答題。

二、新課講解

（1）重點詞匯積累

1.survive vt.& vi.幸存，幸免，生還

survivor 生還者，幸存者

survive sth.從……中幸存

eg.:The baby survived the earthquake in 2008.It was lucky that the boy survived the traffic accident.例題：After the sunken boat accident,no one ____except a few people who were saved from the sea.A.survive

B.survived

C.was survived

D.was surviving

2.in search of 尋找，固定短語

同義詞：search for look for hunt for

in search of sb./sth.尋找某人某物

eg.: I looked everywhere in search of my glasses.He searched for work at various stores.辨析in search of ,search for ,search…for ,search ：in search of ,search for 接sb./sth.,意思是為了找到某人某物。Search后面接sb./sth.,意思是搜查某人某物，為了找到其他東西。所以search…for 的意思是搜查什么，為了找到什么。（search 接搜查范圍，for 接搜查對象）例題：They ___the whole village ____the missing child.A.searched ,for B.searched for,/

C.were in,in search for

D.were in,search of 3．could never have imagined…絕不可能想到

could have done 的意義：表示對過去發(fā)生的事進行推測，通常翻譯為“本能”，“本來可以”，在肯定句中帶有一定的責備批評的語氣。

couldn’t have done 或者could never have done 等否定形式，通常翻譯為“絕不可能”

eg.: You could have got the first prize if you had been more careful.He couldn’t have done it because he is a considerate man.相關短語：would have done本將 ,may have done本可能 , should have done本應該(shouldn’t have done 本不應該),must have done本一定

例題：We ___the difficulty together,but why didn’t you tell me ?

A.should face B.might face

C.could have faced

D.must have faced

4.adj.amazing 令人吃驚的 surprising 令人吃驚的adj.amazed 感到吃驚的 surprised感到吃驚的 vt.amaze 是吃驚

surprise 是吃驚

n.amazement 驚訝

surprise 驚奇

相關用法：amaze sb.surprise sb.to one’s amazement

to one’s surprise

in amazement

in surprise be amazed at sth.be surprised at sth.eg.例題：From his ____look,I could see that he didn’t believe what I said.A.amazing

B.amaze

C.amazed

D.amazement

5.select vt.挑選，選拔

辨析select,choose,elect,pick

select指在同類中精選最合適的，從而淘汰一部分，較正式。choose指在兩個或多個中選擇其一，普通用語。elect指選舉，投票或舉手表決，用在特定的場合。pick常與out連用，指挑揀出，認出，有挑剔的意味。

Eg.:He selects me to attend the conference.Please choose one from them.We elect him chairman.She picked out a dress to the party.She didn’t pick me out in the crowds.例題：Our shop___only the products of good quality.A.selects

B.elects

C.chooses

D.picks

6.in return 作為回報，作為回應

in return(for)=in reward(for)作為對……的回報

in turn：依次，輪流；反而，反過來

eg.:I have nothing for you in return.Please buy the ticket in turn.He gives me what he has.I give him what I have in turn.7.This was a time when …這是……時

at war 交戰(zhàn)

at work 在上班

There was a time when…曾有一段時間……

at school 在上學

注意time 后用when.eg.:This was a time when the two counties were at war.There was a time when I didn’t know what to do.8.less than 少于

no less than 不少于

not less than 不少于

more than 多于

not more than 不超過

no more than 僅僅，只有(only,just)

more…than 與其，不如

rather than 而不是

other than 除了

at the most至多

at the least 至少

eg.:

9.doubt n.懷疑，疑惑

vt，懷疑；不信

重點句型：There is no doubt that …

There is doubt whether/if(是否)…

without doubt 毫無疑問

in doubt 有疑問，不確定

no doubt 無疑地

eg.:

10.worth prep.(介詞)值得的 be worth doing sth.值得做某事

worthy 有價值的 be worthy of sth./being done

worthwhile 值得去做某事

be worthwhile to do sth.eg.:

三、課堂練習

四、過關檢測

Nick was not the kind of boy I had expected to spend my summer with.I was hoping to have a __1__ the summer before my busy senior year, but my mother asked me to do her a __2__.One of her colleagues needed a full－time __3__.“You planned to volunteer at the local hospital;why not volunteer to __4__ Nick instead？” Then she told me that this six－year－old boy was not a __5__ child.Nick was a lovely little boy who suffered from many disorders.Normal day－care centers would not __6__ him.As a baby, he had serious ear infections which left him with equilibrium(平衡)problems.He couldn't __7__ or run properly.I was __8__ if I was to take the job when my mother __9__，“Don't you want to be a nurse in the future? I doubt if you even have the __10__.” Then I told her I was __11__ for the job.The day started at 7：00 a．m.Nick was my wake－up call!With so much energy and very little __12__ , he was quite a mix.At the park, when he saw all the other children play on the jungle gym and swings, the boy's face __13__ up—How he wished he belonged to the group of his age!You would think it would be__14__ to get a child to go down a slide(滑梯).Believe me, it wasn't!It took time, a lot of time.But with patience and support, Nick took one step up the slide each day.We worked together to face his __15__ and gradually he got closer to taking the slide of his life.Halfway through the summer, he __16__ it to the top of the slide.With my arms holding him tightly, we flew down the slide!I waited for his __17__.After realizing that he was safe and sound, he gave me a big __18__ and asked, “May I go down again, alone？”

I had never been happier in my life when I saw this little child climb the ladder and enjoy what other children __19__ for granted.This __20__ child taught me that being a nurse means respect, kindness and patience.1．A.grade

B．course C．project

D．relaxation 2．A.service

B．favour C．business

D．trade 3．A.nurse

B．waitress C．guard

D．guide 4．A.protect

B．assist

C．attend

D．comfort 5．A.normal

B．naughty C．clever

D．happy 6．A.admit

B．receive C．accept

D．adopt 7．A.speak

B．play

C．stand

D．walk 8．A.hesitating

B．wondering C．questioning D．doubting 9．A.suggested

B．argued C．challenged

D．commented 10．A.energy

B．courage C．faith

D．time 11．A.eager

B．sorry

C．grateful

D．ready 12．A.awareness

B．balance C．knowledge

D．control 13．A.delighted

B．cheered C．lit

D．shut 14．A.demanding

B．simple C．interesting

D．flexible 15．A.fears

B．worries

C．chances

D．situations 16．A.climbed

B．got

C．managed

D．made 17．A.laughter

B．reaction

C．answer

D．greeting 18．A.kiss

B．clap

C．welcome D．surprise 19．A.play

B．do

C．take

D．enjoy 20．A.miserable

B．smart

C．brave

D．special

五、家庭作業(yè)

[范文] Mrs.Wilson，I'm going out shopping, and won't be back until about 5：00 pm.I have taken with me the two books you asked me to return to the City Library.At about 1 o'clock this afternoon, Tracy called, saying that she couldn't meet you at the Bolton Coffee tomorrow morning as she had something important to attend to.She felt very sorry about that, but said that you could set some other time for the meeting.She wanted you to call her back as soon as you are home.She has already told Susan about this change.Li Hua

第三篇：高中英語必修二第一單元部分教案

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高一英語Unit1 Cultural Relics The first period(Warming up and Pre-reading)

Teaching goals: 1.Target language Cultural, survive, remain, state, rare, dynasty, vase, belong to 2.Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important points Talk about cultural relics and what should be done with them.Teaching difficult points: How to talk about cultural relics.Teaching methods: Group discussion and presentation.(cooperative learning)Teaching procedures: Step1 Warming-up T talks about some famous world heritages to the students.Raise the Ss’ awareness that there are some well-known cultural relics both at home and abroad.Ask the Ss to try their best to think of the cultural relics that they know.T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good.Now let me tell you some details about cultural relics.Cultural relics are traces of features surviving from a past age and serving to remind people of them.They represent the culture of a place and some periods of history.Can you give me some examples of the cultural relics? S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace.??

T: Well done.(T can give more examples)Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.Now imagine that you work for the state office of cultural relics.You are sent to a small town where you find a relic that was stolen from a palace.It is a rare Ming Dynasty vase.The man who has it insists that it belongs to his family.What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.3 minutes later, ask some Ss to give their answers.Step 2 Pre-reading T: OK, class, do you think these cultural relics are beautiful? Ss: Yes, very beautiful.為您服務教育網http://004km.cn

T: Suppose one of them got lost, how would you feel and what will you do with it? S1: Try our best to find it.S2: Protect the others in order that they will not lost.??

T: Thanks for your good suggestions.If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Sample dialogue T: If you found a cultural relic, what would you do with it? S1: I don't know．

T: Would you want to keep it? S1: Of course not．It doesn't belong to me．

T: Then why don't you go to your community council? S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself? T: Good question．What do the rest of you think? S2: I guess I would ask my parents what to do with it． T: That's a good idea．Anyone else have an idea? S3: I would ask my brother．He is a policeman． Ask some Ss to act their dialogue out.Step 3 Homework 1.Preview the reading passage and do exercise I in the part “Learning about language”.2.Ask the Ss to look for more cultural relics.The students can go to the library or use the Internet to search for information.Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Second Period

(Reading and comprehending)Knowledge: Learn some new phrases and some new sentence patterns.Ability:

1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.為您服務教育網http://004km.cn

3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion: 1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber Room Teaching important points: 1.The new words and expressions;2.Learn some detailed information about the Amber Room;3.Train the students’ ability to cooperate with others;4.Train the students’ speaking ability.Teaching difficult points: 1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2.Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3.Sentence patterns:(1)There is no doubt that?..(2)This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．

4.Improve the students’ reading ability.5.Train the students’ ability to grasp key information while listening.Teaching methods: 1.Listening to the tape.2.Learning and practicing.Teaching procedures: Step 1 Greetings and lead-in T: We learned some cultural relics yesterday.Do you still remember them? Give me some examples, please.Students give their answers.T: Very good.Today we’re going to learn another cultural relic.Look at the two pictures on pages1—2;do you know what it is called? Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:

T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:

1、Why it is called the Amber Room?

2、What else were used to make the room besides amber?

3、Why was the Amber Room first built?

4、When and why did Frederick William I give the Amber Room to Peter the Great?

5、What did Catherine II do with the Amber Room?

6、When and how was the Amber Room supposed to have been lost? Five minutes later, ask some Ss to give their answers.為您服務教育網http://004km.cn

Answers:

1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，F(xiàn)rederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers

6、In 1941, those two countries were at war.German army stole it.Step3 Comprehending After finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises.After a while, Teacher begin to collect the answers.Later, teacher gives the answers.Step 4 Post-reading

1.Read the passage again to get important information about the text In Search of the Amber Room.Then fill in the blanks.(Page73 Best English)Step 4 Speaking or Reading aloud Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework

1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42(Ss’ Book)Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Third Period

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(Text analyses and language points)Knowledge: 1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2.Sentence patterns:(1)In 1770, the room was completed the way(that)she wanted it(2)There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.Ability:

1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion: 1.Train the students’ ability to cooperate with others.2.Know what happened to the Amber Room 3.Know the importance of protecting the cultural relics by learning the story of amber room

Teaching important points: 1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties: 1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures: Step 1 Revision T: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia--Frederick William I---Sent it to Peter the Great(Russian)--winter palace Czar---Catherine II Move outside St Petersburg--The war between(R&G)Nazi German Secretly stole--Sent to Konigsberg(G)—mystery---Now Rebuilt Step 2 Learning about the language points 1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation(給人以某種感覺)2.The design for the room was of the fancy style popular in those days.(在句中做表語)（定語后置）3.There is no doubt that the boxes were then put on a train for konigsberg, at that time a German city on the Baltic Sea.(同位語從句)

Step 3 Homework In order to master the usage of these words and expressions, please do some related

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exercises.1.Translate the sentences on Page 43 into English.Write the English sentences in one of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Fourth Period(Learning about Language)Knowledge: 1.Learn some new words of this unit.2.Do some exercises of this unit.Ability: 1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion: Train the students’ ability to cooperate with each other.Teaching important points: 1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties: 1.Learn to choose the correct words according to the meanings.2.How to improve the students’ translating skills.Teaching procedures: Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1.Ask the Ss to find the word that means each of the following(Discovering useful words and expressions.)from the reading passage.The Ss begin to do this exercise.After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.belong to phr v(T)

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a.to be the property of: That coat belongs to me.b.to be a part of;be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning: “Belong” is not used in the continuous tense or the passive voice.Eg.The computer is belonging to my sister.(F)The computer is belonged to my sister(F)The computer belongs to my sister.(T)The Ss begin to do this exercise.After a while, teacher begins to collect the answers.Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state, condition or a continuous activity.Look at the sentence of exercise 3 and try to express each of them in another way.After several minutes, T gives the answers.Step 3 Translation(P43 SB)Do this translating exercise with the Ss together.Tell the Ss how to do this kind of exercise.Step 4 Homework 1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

第四篇：高中英語必修二第一單元短語

Unit 1 cultural relicsI.Phrases1.cultural relics2.survive sb.3.in search of

in the/one’s search forsearch sp.for sth.4.could have imagined 5.There is no doubt that… 6.several tons of7.decorate A with B8.be amazed at/byto one’s amazement 9.be designed for

design doing/to do…

by design =by intention/on purpose be designed to do sth.10.belong to(無被動無進行)11.in return(for)12.have sb.doing sth.have sb.do sth.have sth.done 13.add…to

14.the wonders of the world15.a lighted candle16.be at war with sb.17.remove to sp.from sp.18．less than

19．be worth doing sth.be worthy of being done sth

1.文化古跡 2.比某人活的長3.尋找

尋找

為某物尋找某地

4.對過去發(fā)生的事情的推測5.毫無疑問… 6.數噸…… 7.用B裝飾A 8..對…感到吃驚，驚訝

令某人感到吃驚的 9.為…而設計

打算做某事故意地 目的是… 10屬于 11.作為…回報 12.讓某人一直做某事

讓某人做某事 讓某事被做 13.把…加到…上 14.世界奇觀 15.一個點燃的蠟燭 16.與…戰(zhàn)爭，在交戰(zhàn)狀態(tài) 17.從…搬到… 18.少于 19.值得…

值得…

be worthy to be done sth.It is worthwhile to do sth.It is worthwhile doing sth.20.It takes sb.st.to do sth.21.sb.spend st.in doing sth.22.take apartapart from 23.look after24.agree to sth.agree with sb.on sth.25.greenhouse effect26.which to believe

Which not to believe 27.consider doing sth.consider… to do/ to be/as 28.It can be proved that…People can prove that… 29.rather than

30.the entrance to the mine 31.be buried in dong sth.32.a piece of information 33.to one’s surprise

34.think highly of=speak highly of 35.how to deal with=what to do with 36.debate sth.with sb.37.prove sth.to sb.38.prove sth.to be/as… 39.have sth.to do with 40.so + 助動詞+ 主語so + 主語+助動詞

值得… 值得… 值得…

20.花費某人多少時間做某事 21.花費某人多少時間做某事 22.拆開，分開

除…之外 23.照顧 24.同意某事

就某事和某人達成協(xié)議 25.溫室效應

26.相信哪一個（特殊疑問詞+to do不定式）這種模式相當于一個從句（否定形式）27.考慮做某事認為…是… 28.證明…證明…

29.與其…到不如… 30.礦山的入口

31.專心致志于…,埋頭于… 32.一條消息 33.令某人吃驚的是… 34.給…贊揚，給…較高評價 35.如何處理 36.與某人辯論某事 37.像某人證明某事 38.證明…是… 39.與…有關 40.…也一樣的確如此

第五篇：高中英語第五單元知識點必修三

至于消費時能想到買幾本什么書，似乎是愛知識，但那是一種很壞的想法，被它麻醉，結果是很庸俗的認為自己從庸俗中解脫出來。下面小編給大家分享一些英語第五單元知識點必修三，希望能夠幫助大家，歡迎閱讀!

英語第五單元知識點必修三1

重點單詞短語用法

1.rather than

含義：①與其說...不如說...②而不是

用法：連接名詞、代詞、副詞、動詞、介詞短語、句子

例句：

① I think I'll have a cold drink rather than coffee.② He rather than you is going to visit the factory.③ The color seems green rather than blue.拓展：①would do…rather than do …寧愿…而不愿…

I would attend the meeting rather than type the documents

② rather than:表客觀事實，其后動詞形式與主句一致

Other than 除…之外常用于否定句中

He has been playing cards rather than getting on with work.Yon can't go there other than by swimming across the river.2.chat 聊天;閑聊vi/n

用法：

①vi.: chat-chatted-chatting

②n.:不可數名詞 have a long chat with…

例句：

①We should help the children who are addicted to chatting online

②QQ where you can chat with your friends ,makes communication easier.3.surround 包圍、圍繞

用法：常與介詞“by”連用be surrounded by/with

例句：

①The people were surrounded by the flood.②I want to surround the building with trees.拓展：surrounding周圍的，只能用于名詞前作定語

4.measure

含義：

①v.:測量、衡量、判斷

②n.計量制、計量單位、措施

用法：

①v.當measure作不及物動詞時意為“有…長(寬、高等)”用于量尺寸、面積與表示數量的詞或短語連用，其主語是表示物的名詞或代詞。

②n.:不可數名詞

take measures/steps to do sth.采取措施作…

例句：

①Our classroom measure seven meters wide.②It's hard to measure the importance of good manners.③An hour is a measure of time.拓展: measurement n.尺寸、測量 beyond measure 非常、及其 in some measure 在某種程度上

take one's measure 給某人量尺寸

5.settle down

定居、平靜下來、專心于

例句：Because of the Three Gorges Project, many people left their hometown andsettled down in shanghai

拓展：settle down to doing sth.開始認真對待某事

settle on sth.決定做某事

settle for sth.勉強認可某事

6.manage to do sth.設法做成某事

例句：The soldiers managed to save the children from mudslide(塌方).辨析：

① manage to do sth.側重設法做成某事、相當于succeeded in doing sth.He managed to organize a live concert.He succeeded in organize a live concert.②try to do sth.側重盡力做某事但不一定成功

I try to persuade him to give up smoking but failed.7.catch sight of

看見、瞥見(強調突然看到)

用法：側重表達看的結果，相當于see

例句: Wen I was walking in the street, I caught sight of my boss

拓展：at first sight 乍一見，見到第一眼。out of sight 看不見 lose sight of 看不見，忽略

8.have a gift for 有…天賦

例句：

She has a gift for learning English.拓展：“gift”的三種用法

① 表天賦、天資、才能

He is a man of many gift

② 指禮物

This car was given to me as a birthday gift

③ “gifted”作形容詞表有天賦的。be gifted at/in

My sister is gifted at drawing

9.border n./v.含義：①n.邊界、國界、邊沿

②v.與…接壤、接近

用法：

① on the border of 在…的邊緣

② border on 接近、近乎于

例句：

① We camped on the border of a lake

② She felt an anxiety bordering on hysteria(癔病，歇斯底里，不正常的興奮)

拓展：border邊境居民 borderline邊界線 borderland邊疆

10.speed

用法：①作不及物動詞時表：速進、疾行

②作及物動詞時表：促進、使加速 speed up

③作名詞表：速度、速率 eg：

① The ambulance sped to the hospital.② China is speeding the construction pace in order to catch up with thedeveloped countries.③ at a speed of sixty miles an hour

11.impressed

使印象深刻、使銘記

用法：

①be impressed by/with

②impress on sb.sth.③impress sth.on/upon sb./one's mind/memory eg：

① The girl impressed me most favorably

② My father impressed on me the value of hard work

③ What he said and did was really impressed on me/my memory

12.rise-rose-risen

含義：

①上升

②站起來、起床 相當于：

stand up 和 get up

例句：

①The teacher rose and left the office.②We should form a good habit of rising early in the mooning

辨析：rise 與raise

① rise vi.作：“上升”講時指繼續(xù)上升，常用于指自然景觀、物價、溫度、河水、人的職務等

The sun has not yet risen

② raise vt.意為“舉起”、提出、飼養(yǎng)、種植、作“舉起”講時往往有使物體到達應有的高度之意

Let's raise glasses to the

friendship.13.mixture n.混合物、混合狀態(tài)

例句：

The talk was conducted in a mixture of English, Russian and French.拓展: ① mix vt./vi 混合，調配

If you mix blue and yellow.You will get green.② be /get mixed up 弄糊涂了，雜亂無章

be /get mixed up in/with 卷入、牽涉進去

Mix up 混合、混淆

14.confirm

含義：① vt.證實、證明、批準

② 使感覺更強烈、確認

例句：

① The new minister will be confirmed by the Queen.② The latest developments confirmed me in my belief.拓展：confirmation n.證實、確認書

15.distance

含義：① n.距離、遠方

② 指時間的久遠

例句：

① We can see the mountain from the distance。

② After this distance of time, I can't recognize him at the time.拓展：distant 遙遠的 in the distance 在遠方 at/from a distance 從遠處，隔一段距離。

16.dreamed about/of(doing)sth.夢想、夢見、做夢、想象

例句：

① I never dreamed of seeing snow falling in September in Xinjiang.② He got the first place this time ,but he never dreamed of /about it.英語第五單元知識點必修三2

重點句型

It is so wet there that the trees are extremely tall.本句為so…that引導的結果狀語從句

Beijing is so beautiful that it attracts many visitors from abroad everyyear.The trees are extremely tall, Some measuring over 90 meters.Some measuring over 90meters為獨立主格結構，在句子中作狀語。獨立主格結構主要表示謂語動詞發(fā)生的時間、原因、條件或伴隨情況等。相當于一個狀語從句或并列句。獨立主格結構有下面幾種形式：

①名詞(代詞)+動詞ing形式

We shall play the match tomorrow ,weather permitting

②名詞(代詞)+過去分詞

The job finished ,we went home.③名詞(代詞)+不定式

So many people to help him,he is sure to succeed.④名詞(代詞)+介詞短語

A girl came in,some books in hand.⑤名詞(代詞)+形容詞或副詞

He sat in the front vow, his mouth half open.⑥There being +名詞(代詞)

There being nothing else to do ,we went home.⑦ It being +名詞(代詞)

It being Christmas, the government offices were closed.At school ,they had learned that most Canadians live within a few hundredkilometers of the USA border.過去完成時態(tài)：had learned 但由于從句表達的是客觀事實所以從句使用一般現(xiàn)在時。

學好英語的方法和技巧

第一、明確自己的學習動機

很多人說學英語不就是為了應試考試嗎?實則不然，英語是一門語言，不論是考試還是交流當中也能用到，而當你在學英語的時候一定要明確自己為什么要學英語，學英語的動機是什么，只有明確自己的動機之后，你才會關注一切和英語有關的信息，這樣才能保持學習激情和學習動力。

第二、保持良好的英文閱讀習慣

像英文經典名著、報紙、電子郵件以及社交媒體等等，保持一定的閱讀習慣，可以給你帶來很多有趣的新詞匯，即便你已經在有一定的英語基礎下面，也可以幫助快速提高你的閱讀反應能力，再者新的學習新的詞匯的時候回將你腦海中的其他詞匯重新記憶，另一方面閱讀對詞語構建表達能力也是非常有幫助的，因為在閱讀的過程中，詞句是本身帶有英語思維方式，存在潛在的熏陶，所以英語閱讀是非常重要的，且一定要保持良好的閱讀習慣。

第三、訂閱有去的在線閱讀頻道

像youtube或者播客頻道，涵蓋政治話題、生活、教育等話題內容，你可以在休閑時刻或者上班路上收聽，在剛開始的時候你可能會覺口音發(fā)音困難，但是只要堅持下去，你很快就會發(fā)現(xiàn)你所聽到的以及你能理解的都是純正的以英語為母語國家人士的詞匯，對于的發(fā)音以及聽力是非常有幫助的。

第四、不斷的使用新詞匯以達到鞏固的作用

要說這個技巧是非常大眾化的一個技巧，因為在英語學習的過程中，大家都喜歡一些新鮮事物，不太喜歡按部就班的學習方式，因此在學習的過程當中可以多多的使用新單詞進行詞句構建，讓學習的過程保持新鮮感，同時也能在詞句構建的過程中塑造英語思維方式。

第五、保持解決問題的能力

在學英語的過程當中難免會碰到很多問題，而這些問題如果能夠得到及時解決，那么對于養(yǎng)成解決問題的能力是非常有幫助的，在日后出現(xiàn)學習瓶頸的時候自己能夠輕松的找到突破的方法，但如果遇到問題不予與積極解決，問題越堆越多對自身的學習自信心以及學習技巧的驗證也是會起到很大的一個負面的作用.高中英語第五單元知識點必修三